Write a reflection essay on current module in 1000 words
An example of a short reflective assignment - GIBBS’ Model
This example uses the headings described previously to demonstrate the kinds
of things you might need to put in each section. The references are made up,
as is the content of the assignment, it is purely to show how a reflective
assignment might look. DON’T USE SUBHEADINGS in your essay. It is written
below to show you what needs including in each section – only to explain to
you.
Assignment – write a reflection of around 1000 words about an incident which
occurred during the first few weeks of your teaching placement. Use Gibbs’
model, and structure your assignment using Gibbs’ headings.
Description
I am currently on a teaching practice placement in an adult education college
in the south-west of England, learning how to teach GCSE maths to various
groups of adults. I have only just started the placement, so I am mainly
assisting the class tutors and have just started planning and delivering a small
part of each lesson. The incident occurred in an evening class during which I
was due to deliver my very first session. The class tutor had been teaching the
learners about fractions, and my task was to carry on with this, looking at how
to multiply two fractions. When I got to the whiteboard, I became so nervous
that I could not start speaking to the group. I fumbled about with my papers
and pens, and stumbled over my first sentence so that it did not make sense.
The students were quite understanding, as they are all mature students who
are aware that I am new to teaching and am nervous, but the class teacher
snapped at me to stop being ridiculous. She came up to the front of the
classroom and took the lesson overfrom me, and Isat at the back of the room
trying not to cry. I left the session as soon as the class was over, and did not
speak to anyone.
Feelings
I felt so miserable at the time that I considered leaving my teacher training
course. I was embarrassed and upset by my own inability to speak in front of
the group, but I was also extremely angry with the class teacher for snapping at
me in front of the learners. I felt afterwards that she had not given me enough
time to gather my thoughts, and that she should have left me alone to get over
my nerves. I was so mortified that I rang in sick the following week, and it was
only when I had calmed down that I decided I needed to speak to the
placement supervisor about this. I also realised later that it was perfectly
natural to feel nervous, as I am not used to speaking in public.
Evaluation
At the time, I did not feel that the situation had been resolved at all. I very
deliberately left at the end of the class without speaking to the class teacher or
the learners. When I got home, I telephoned a fellow trainee and he made me
feel much better. I realised that everyone feels scared at first and probably
stumbles through their first few classes. This is clear in the relevant literature,
as Greene (2014) explains, saying that nine out of ten new trainee teachers
found their first session “incredibly daunting”(p.43). It appears that most
trainee teachers have moments of being “tongue- tied” and “losing their way
with the lesson” (Parbold, 2009, p.223).
Analysis
The situation was made worse by both my own actions and those of the class
teacher. I feel that I should have stood up to her, rather than letting her take
control of the lesson, and that I should have spoken to her immediately after
the lesson about how I was feeling. Dealing with situations like this
immediately is preferable, as Cooper (2011) points out. Instead, I spoke to my
placement supervisor several days later, and did not see the class teacher
again until a formal meeting consisting of myself, the teacher and the
supervisor. Daynes and Farris (2013) say that, by not dealing with situations
immediately and personally, and instead taking it to an authority figure, the
situation can be made worse. The class teacher could have felt that she was
being “ganged up on” (Thomas, 2015, p.22), which could lead to future
problems. The teacher’s actions also made the situation worse, because she
did not give me time to overcome my fears and she deliberately embarrassed
me in front of the class. She claimed that she had thought she was helping me
out, but I do not believe that to be the case. However, as we only spoke about
the incident over a week later in the meeting with the supervisor, she rightly
argued that I should have said something to her at the time.
Conclusion
In retrospect, I would do several things differently. I should have spoken to the
class teacher immediately after the session and voiced my opinions. I should
also have been braver and stood up for myself so that I retained control of the
lesson. However, I think the main thing I learned from the incident is that I had
built up no relationship whatsoever with the teacher in the preceding weeks,
and that I should have made an effort to do so. I would then have been able to
explain how nervous I was beforehand.
Action Plan
In future, I will make sure to build up more of a relationship with colleagues. I
am working alongside several different teachers during my placement, and I
will speak to each of them about my nerves. I have already had a good
conversation with one of them, and we have worked out a way of team-
teaching for the next few weeks so that I do not feel so pressurised. I need to
do this with the other class teachers, as I cannot expect them to understand
how I feel if I keep quiet. I also need to speak to my fellow trainees more often
about how they feel, as I think I will be able to learn from them. In terms of
training, I have booked onto a presentation skills workshop at University, and
intend to follow it up by attending the practice sessions afterwards. I need to
gain more confidence with presenting and feel this is the best way to start.
References
(these are not real sources!)
Cooper, P.T. (2011). Managing situations at work. London: Rufus Publications.
Daynes, J. & Farris, M.M. (2013). The ManagerEmployee Relationship. Oxford:
Oxfordian Books Ltd. Greene, F. (2014). Teacher Trainees: The Truth. York:
Education Press.
Parbold, L. (2009). Feedback from newly-qualified adult education teachers.
Journal of Teacher Training, 12(3), 23-38.
Thomas, F.G. (2015). Dealing with difficult employees – a manager’s guide.
Glasgow: Meriddan Ltd